The role of Artificile Inteligince (AI) in Higer Education in Libya: Students' Perceptions,Challenges,and Ethical Concerns: A case study of Misurata University

Abstract

Artificial Intelligence (AI) has emerged as a transformative force in higher education, offering innovative opportunities to enhance teaching, learning, and institutional management. Despite its rapid global adaption, empirical research examining students' perceptions of AI within the Libyan higher education context, particularly at Misurata University (MU), remains limited. This study aims to investigate Misurata University (MU) students' perceptions of the role and importance of AI in the educational process, identify the technical and ethical challenges associated with its adoption, and examine the influence of selected demographic variables on these perceptions. A descriptive quantitative research design was employed, data were collected through an online questionnaire   administrated to 348 students   from various faculties at MU, Libya. The instrument assessed students' awareness, and use of AI, perceived benefits, technical challenges, societal and ethical concerns, and demographic characteristics. Data analysis was conducted using the Statical Package for the Social Science (SPSS), utilizing descriptive statistics, Chi-Square tests, and Pearson correlation analysis. The findings reveal a generally positive perception of AI among students, particularly regarding to its capacity to support flexible learning, personalize educational resources, and enhance student motivations and engagements. However, significant challenges were identified including inadequate technological infrastructure, insufficient training and concerns related to data privacy, academic integrity and societal acceptance. Furthermore, results indicate that students' attitudes toward AI are significantly influenced by technical efficiency, academic discipline, and English language proficiency, whereas age and gender showed no statistically significant effect.